A Proposed Scenario for Teachers with Learning Disabilities to Use the Assessment Practices Emanating from Realistic Assessment Strategies to Assess Students with Learning Disabilities in Najran

Abstract

Objectives: This study aimed to identify the degree to which teachers with learning disabilities use assessment practices emanating from realistic assessment strategies to assess the learning of students with learning disabilities in Najran region. It also tried to develop a proposed scenario for teachers with learning disabilities to use those practices.

Methods: In order to achieve the objectives of the study, a scale of assessment practices was built according to realistic assessment strategies. The scale consisted of (28) practices distributed over (3) basic dimensions. The scale was applied to (48) teachers with learning disabilities, at a rate of (81.3%) of the study population.

Results: The results of the study revealed that the degree of teachers with learning disabilities using the assessment practices emanating from realistic assessment strategies to assess the learning of students with learning disabilities in Najran came to a medium degree. The study also reached a scenario of the assessment practices emanating from realistic assessment strategies to assess the learning of students with learning disabilities. The model is based on (18) assessment practices distributed over (3) basic areas.

Conclusions: In light of the study results, the researchers recommended the need to focus on acquiring teachers with learning disabilities alternative assessment methods through training and rehabilitation. There is also a need to activate learning resource rooms in schools. In addition, educational seminars for teachers of learning disabilities by experts and specialists are necessary for the field of measurement and assessment and experts from specializations of learning disabilities.